"Much of what we know about how to be successful in our roles as superintendent is generally learned the hard way. Having a resource to turn to in an effort to mitigate the trial and error nature of our approaches in dealing with the challenges of today's superintendency provides a compelling reason to pick up the book. "
"New and current superintendents, or prospective school leaders should read this book. I think the authors tied in a lot of leadership theory and practices that would compliment individual styles of school superintendents. "
"Being a superintendent, I can speak to the fact that I can use the tips and techniques presented with my staff and school community. "
"Much of what we know about how to be successful in our roles as superintendent is generally learned the hard way. Having a resource to turn to in an effort to mitigate the trial and error nature of our approaches in dealing with the challenges of today's superintendency provides a compelling reason to pick up the book."
"New and current superintendents, or prospective school leaders should read this book. I think the authors tied in a lot of leadership theory and practices that would compliment individual styles of school superintendents."
"Being a superintendent, I can speak to the fact that I can use the tips and techniques presented with my staff and school community."
"The Superintendent's Fieldbook accomplishes everything it sets out to do. This remarkable book for new as well as veteran superintendents is thoroughly researched, practical, and compelling. If I could have but one book on my shelf to support the all-encompassing work we do, The Superintendent's Fieldbook would be the one. "
Gloria J. Davis
"I've found most guides for superintendents to be long on theory and short on practical advice. The Superintendent's Fieldbook doesn't make that mistake. This is where school leaders and aspiring superintendents can learn how to survive on the job, bargain like a pro, engage with the public, and work with their boards while tackling the achievement gap and explaining to the public what's right with American schools. "
"These are indeed difficult times to be an educator. To be in a position of leadership is especially daunting. The Superintendent's Fieldbook provides sound guidance to help leaders steer through a sea of half-truths, misleading claims, and misperceptions. More than ever, the public needs leaders who speak with wisdom and authority. This fieldbook will help in that task. "
"The Superintendent's Fieldbook combines a lucid review of leadership theory with practical, hands-on advice for school leaders. Learn how to tackle the challenges of the superintendency from people who've done the job. And explore what systems thinking and leadership theory can contribute to the complex challenge of improving American schools. "
Steven M. Ladd
"The Superintendent's Fieldbook provides insights, reflections, and invaluable guidance from a practitioner's perspective. By providing a variety of superintendents an opportunity to weigh in on current issues facing public education, this resource is greater than the sum of its parts. The book captures, in print, the depth of conversation, sense of urgency, and passion expressed in the dialogues that take place at the National Superintendent's Roundtable. "
Nelda Cambron-Mc Cabe is a professor, Department of Educational Leadership, Miami University, Ohio. She was an advisory board member and a coordinator of the Danforth Foundation Forum for the American School Superintendent. Her recent publications include co-author with Mc Carthy and Thomas, Public School Law: Teachers’ and Students’ Rights 5th ed., (Needham, MA.; Allyn & Bacon, 2004) and co-author with Senge, Lucas, Smith, Dutton, and Kleiner, Schools That Learn (New York: Doubleday, 2000).
Luvern L. Cunningham, Ed. D., University of Oregon, has served in administrative and teaching roles from K-12 through graduate school over more than four decades. A member of the Danforth Forum advisory board, his specialties are educational leadership, the school superintendency, educational governance, inter-institutional collaboration and inter-professional education and practice. He served in university professorships at Chicago, Minnesota and Ohio State and, for several years, as Dean of the College of Education, Ohio State University.
James Harvey, Senior Fellow at the Center on Reinventing Public Education, University of Washington, was a member of the Danforth Forum’s advisory board. Earlier he served in the Carter administration and on the staff of the Education and Labor Committee of the U.S. House of Representatives. He helped write A Nation at Risk (1983) and, co-authored A Legacy of Learning with David Kearns, former CEO of the Xerox Corporation (Washington: Brookings Press, 2000).
Robert H. Koff directs the Center for Advanced Learning at Washington University, St. Louis. He previously served as Senior Vice President of the Danforth Foundation, Dean of the School of Education, SUNY at Albany, and professor of education at Stanford University. He served on a number of state and national advisory bodies at the invitations of Governor Mario Cuomo and President Carter and provided editorial advice to journals such as the Journal of Educational Psychology.
Acknowledgments About the Authors I. Orientation
2. Introduction: Leading Learning in New Times
3. The "Commonplaces" of School Leadership II. Leading Your Schools
1. Orientation: Leadership Theory for the Theoretically Challenged
2. Thinking About Your Organization
3. Encouraging Adaptive Leadership
4. Creating Your Learning Organization
5. Reflective Practice III. Coping With Governance Challenges
2. It's Rough Out There
3. Working With Your Board
4. Dealing With Your Unions
5. General Rules of the Road
6. Reflective Practice IV. Understanding Standards and Assessment
2. Where We Are on Standards and Assessment
3. What the Data Tell You
4. Questions for Reflective Practice V. Addressing Race and Class
1. Orientation: Why Race and Class?
2. Difficult Conversations
3. What's Going On Inside Schools
4. . . . And What's Going On Outside Them
5. Reflective Practice VI. Developing Your Principals
1. Leading Student Learning
2. The Instructional Leader's Toolkit
3. Facilitating Change
4. Questions for Reflective Practice VII. Collaborating With Your Allies
1. Orientation: What Is Collaboration?
2. What Does Collaboration Require?
3. Collaboration in the Field: Early Care and Education
4. Questions for Reflective Practice VIII. Engaging Your Community
2. Public Engagement
3. Working With Your News and Media Outlets
4. Communications Planning
5. Reflective Practice IX. So What Does All This Mean?
1. Reconciling Commonplaces and Images
2. Four Leadership Styles
3. Questions for Reflective Practice Appendices Appendix A: The Forum for the American School Superintendent Appendix B: Members of the Forum for the American School Superintendent Appendix C: Contributors Index